FACTORS RELATED TO GENDER AND EDUCATION AFFECTING THE EMPLOYEE MOTIVATION

Enterprise is a place where an activity contributing to the success of a business is held. When an enterprise wants to succeed, achieve goals and to develop, employees must be in the centre of its attention. According to current trends, human resources are considered the most important of all the assets the organization possesses. Employee motivation can lead to high employee performance, effectiveness, quality, subsequent organisation success, and development. The research aimed at defining the differences in perceiving the level of motivation in terms of selected socio-demographic features was conducted in the Slovak enterprises over the course of the years 2015 2018. Following the achieved results, when creating the motivation programmes not only the gender but also the education completed by the employees must be taken into account by the senior managers.

prestige, challenge, job security, mutual cooperation (Hofstede 2001). They are motivated mainly by human relationships, sense of safety, social benefits and the environment (Meece et al. 2006). In terms of age, the babyboom generation employees (1946)(1947)(1948)(1949)(1950)(1951)(1952)(1953)(1954)(1955)(1956)(1957)(1958)(1959)(1960)(1961)(1962)(1963)(1964) are motivated by the position benefits and prestige (Kane 2010). Generation X (1966Generation X ( -1976 prefer flexible working hours, autonomy at work, interesting but difficult job and career opportunities (Murphy et al. 2010). The motivation of generation Y (1980-2000) is based on good team cooperation (Murphy et al. 2010). However, generation Z (1995 is a large group of people accepting various values, norms, believes and priorities. Due to the fact that members of this group are in a different stage of the lifecycle (there is a very low probability they have children, house or mortgage), it can be assumed that their behaviour, attitudes as well as preferences completely differ from those of older generations (Freund 2006;Kanfer et al. 2008). Deiblová (2005) mentioned the fact that employees at younger age work towards changes knowingly and wilfully, they appreciate to be in a centre of interest, because they think about recognition and success in their professional career. On the other hand, employees at the middle age prefer the status, prestige. According to Sumit (2014) employees meeting their basic needs prefer financial reward, while others tend to be recognised and rewarded in different ways. Following the results of the research of Nguyen et al. (2014), the fact that respondents more educated employees are more motivated by relationship in the workplace than respondents with primary education completed can be seen. According to Freund (2006), employees with higher education are motivated by the success. Presented research shows that each employee is motivated differently. Due to effective motivation of subordinates, each manager must be familiar with employees' needs that subsequently results in achieving good results at work. Moreover, the fact that each employee is unique with different needs and motivation must be taken into consideration. The aim of the paper is to define the differences in perceiving the level of motivation in terms of gender and education.

Materials and methods
The importance of motivation factors was investigated through the research carried out in the Slovak enterprises in the years 2015 -2018. Questionnaires as a sociology research method were used. The questionnaire consisted of two parts. Basic socio-demographic data about respondents (gender, education) were collected in the first part of the questionnaire. The second part was focused on the factors motivating the employees in terms of financial (basic salary, fair appraisal system, fringe benefits), in terms of social welfare (name of the company, social benefits, mission of the company, region's development, relation to the environment, free time), in terms of working conditions (physical effort at work, job security, workload and type of work, information about performance result, working hours, work environment, job performance, stress, mental effort), in terms of career aspiration (opportunity to apply one's own ability, career advancement, competences, prestige, individual decision-making, selfactualization, personal growth, recognition), in terms of human relationship (atmosphere in the workplace, good work team, communication in the workplace, supervisor's approach).
A total of 26,416 respondents participated in the questionnaire (13,663 men; 12,753 women; 689 respondents with primary education completed; 4,484 respondents with lower secondary education completed; 14,329 respondents with upper secondary education completed; 6,914 respondents with higher education completed). Respondents could assign each question to one of five levels of importance from the Likert scale, where five was the maximum and one the minimum value to show the importance of individual factors for respondents (5 = very important, 4 = important, 3 = neutral, 2 = slightly important, 1 = unimportant). Gathered data were evaluated using the statistical software Statistics 12.0. Using the test at the level of significance =5% through statistics as follows: = ENTREPRENEURSHIP AND SUSTAINABILITY ISSUES ISSN 2345-0282 (online) http://jssidoi.org/jesi/ 2020 Volume 7 Number 4 (June) http://doi.org/10. 9770/jesi.2020.7.4(43) following hypotheses were tested: H1: We assume that there are differences in motivation between men and women. H2: We assume that motivational needs of people with different level of education completed are different.

Results
In the first step, the level of importance of employee motivation was investigated through 30 motivation factors regardless of gender and completed education of respondents. Basic descriptive characteristics and 95% intervals of reliability of investigated motivation factors in the case of average values in the basic sampling unit are presented in Table 1. Following the given data, the results of the research could be generalised. Following the results presented in Table 1, the fact that basic salary, fair appraisal system and good work team were considered three most important motivation factors can be seen. Motivation factor basic salary was evaluated with the level ranging between 4.48 -4.50. The motivation factors fair appraisal system and good work team will be evaluated with 95% reliability with the same average level ranging from 4.40 to 4.42. Furthermore, following the results the fact that 20 motivation factors were evaluated with the level of importance of 4 (important) can be stated. 10 motivation factors were evaluated neutrally with the level of importance of 3 (neutral). 8 motivation factors marked with the highest level of importance by employees were selected for further research into motivation in terms of gender and education. Motivation factors basic salary, fair appraisal system, good work team, job security, atmosphere in the workplace, supervisor's approach, fringe benefits, communication in the workplace were examined in the further step of the research.

Factors affecting the employee motivation in terms of gender
Frequency of responses related to eight most important motivation factors in terms of gender are compared in Table 2. Following the results presented in Table 2, the fact that men as well as women evaluated all investigated motivation factors with the level of importance of 5, i.e. very important, can be seen. Moreover, each examined motivation factor was evaluated with the level of importance of 5very important, by higher percentage of women in comparison to men. Following the test results shown in Table 3, the alternative hypothesis H1 was accepted and the hypothesis H0 was rejected. The fact that the level of importance of the analysed motivation factors depends on gender can be stated.

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The results presented in Table 4 shows that basic salary was considered very important motivation factor by women. Men tended to be neutral in the case of motivation factor basic salary. Fair appraisal system was again considered very important by women while according to men, the mentioned factor was considered important or neutral. Women tended to perceive motivation factors good work team, job security, atmosphere in the workplace as very important ones. On the other hand, men considered the mentioned motivation factors important. Motivation factors fringe benefits and communication in the workplace were of neutral importance for men. For women, the mentioned motivation factors were important even very important.

Factors affecting the employee motivation in terms of completed education
In the next step, selected motivation factors (basic salary, fair appraisal system, good work team, job security, atmosphere in the workplace, supervisor's approach, fringe benefits, communication in the workplace) were investigated in terms of completed education. The results are presented in Table 5. Following the results presented in Table 5, the fact that all analysed motivation factors were evaluated by the respondents with the level of importance of 5, i.e. very important, motivation factor, with the exception of the motivation factor communication in the workplace evaluated by most of the respondents (40.83%) with the lower secondary education completed with the level of importance of 4 (important).
The results of statistical verification between the level of completed education and the selected motivation factors are shown in Table 6. Following the results mentioned in Table 6 the hypothesis H1 is accepted and the hypothesis H0 is rejected. The fact that the level of motivation depends on the education can be stated.

ENTREPRENEURSHIP AND SUSTAINABILITY ISSUES
ISSN 2345-0282 (online) http://jssidoi.org/jesi/ 2020 Volume 7 Number 4 (June) http://doi.org/10.9770/jesi.2020.7.4(43) Despite the fact that eight investigated motivation factors are considered the most important, Table 6 shows that there are statistically significant differences in the motivation in terms of completed education. The results in Table 6 are confirmed by further results presented in Table 7. Despite the fact that the respondents with primary education completed consider analysed motivation factors very important, they tend to evaluate analysed motivation factors neutrally (the level of importance of 3) even slightly important (the level of importance of 2) ( Table 7). The respondents with lower secondary education tend to evaluate analysed motivation factors as neutral (the level of importance of 3) even important (the level of importance 4) motivation factors. The more educated respondents tend to evaluate analysed motivation factors with higher level of importance. The respondents with upper secondary education and higher education tend to evaluate the investigated motivation factors as important (the level of importance of 4) even very important (the level of importance of 5).

Discussion and conclusions
Enterprise is a place where an activity contributing to the success of a business is held. In order to succeed there must be a person able to manage the business excellently ( The main role of managers is to motivate employees to achieve the goals. It means one of the most important difficulties the managers face in the business environment (Richer et al. 2002;Latham, Pinder 2005;Latham 2007;Kanfer et al. 2008). Not only the environment and situation but also factors like gender, education, age affecting the needs of individuals must be taken into account. Mentioned conclusions are confirmed by the research results of Kachall (2014), mentioning the fact that employee motivation is affected by varied personal, mental, financial as well as social factors. According to Nadeem et al. (2011), there are lots of variables affecting the employee motivation. The opinion of Ryan and Deci (2000) is similar. The employees are motivated; there are differences in the level of their motivation especially due to socio-demographic characteristics.
The research focused on investigating the level of motivation in terms of selected socio-demographic characteristics was conducted in the years 2015 -2018. 26,416 respondents participated in the research. The motivation factors such as basic salary, fair appraisal system, good work team, job security, atmosphere in the workplace, supervisor's approach, fringe benefits, communication in the workplace were considered the most important motivation factors. Following the achieved results, in the process of creating motivation programmes managers are recommended to take into account the fact that motivation is affected by gender. Women tend to consider motivation factors more important than men. They are evaluated as important even very important by women in comparison to men who tend to evaluate them as important even neutral. Actual research studies are confirmed by our findings (Arnania-Kepuladze 2010; Fapohunda 2017). The fact that goals and needs of men and women are different and therefore, they must be motivated in different way can be seen. Men want to be independent, want to have power, position, and want to be popular and successful. They are motivated by income, promotion, and responsibility (Hofstede 2001). On the contrary, women prefer to work in a team; they look after the cooperation with colleagues (Peterson 2004). Friendly atmosphere, prestige, challenge, job security, and ENTREPRENEURSHIP AND SUSTAINABILITY ISSUES ISSN 2345-0282 (online) http://jssidoi.org/jesi/ 2020 Volume 7 Number 4 (June) http://doi.org/10. 9770/jesi.2020.7.4(43) cooperation are appreciated by them (Hofstede 2001). They are mainly motivated by human relationship, sense of safety, social benefit and the environment (Meece et al. 2006).
The human needs change not only due to the gender (Patton, Creed 2001;Gooderman et al. 2004;Meece et al. 2006) but following the actual research (Nguyen et al. 2014) as well as our research, the fact that there is an effect of education as well can be stated. In the issue of motivation programmes, the differences resulting from the different level of employee education must be taken into consideration by managers. The respondents with primary education tend to evaluate motivation factors as neutral even slightly important. According to the respondents with lower secondary education, the motivation factors are neutral even important and the respondents with upper secondary education and higher education consider the motivation factors important even very important.